Multiliteracidad crítica: Guía de recursos online para la formación inicial y permanente del profesorado

El proyecto de innovación docente nº 412, titulado Multiliteracidad crítica: Guía de recursos online para la formación inicial y permanente del profesorado, desarrollado en la Facultad de Educación de la UCM durante el curso 2020-21, es continuación de tres proyectos de innovación anteriores identificados como Géneros y sociedad I, II y III. Los tres proyectos tienen su origen en el proyecto multilateral Comenius Teacher Learning for European Literacy Education (TeL4ELE), que nació con el objetivo de mejorar los resultados de aprendizaje de lectura y escritura de estudiantes de educación obligatoria. En el curso 2020-21, el grupo de investigación implicado en estos proyectos (ForMuLE) orienta sus propuestas de innovación docente en los grados de Maestro hacia la alfabetización multimodal. Entre los objetivos generales del proyecto se planteó la creación de una guía de recursos guía de recursos multimedia que ofrezca herramientas para analizar de manera adecuada textos y recursos multimodales desde una perspectiva crítica, tanto a estudiantes del Grado y postgrado de formación del profesorado, como a profesores en activo de diferentes niveles educativos

Reading and writing in the languages of our schools. Spanish and English literacy instruction: Executive summary, Service Learning for Literacy project

Este proyecto de alfabetización bilingüe por Aprendizaje-Servicio, financiado por la Unidad de Diversidad de la UCM, se llevó a cabo durante el curso 2019-20. Ante el reto de formarse para la alfabetización en el contexto de la desigualdad educativa que actualmente existe en la Comunidad de Madrid, en la cual existen centros escolares con altas proporciones de alumnado en riesgo de dificultad educativa, el proyecto brinda oportunidades para que el estudiantado del Grado de Magisterio se forme en un modelo de eficacia demostrada para la enseñanza de la lectura y escritura, el modelo Reading to Learn / Leer para Aprender, y lo ponga en práctica para apoyar al alumnado en colegios clasificados como 'de difícil desempeño'. El proyecto ha supuesto la creación de una comunidad de aprendizaje en la que participan profesores universitarios, estudiantes de Magisterio así como profesores y alumnado de dos colegios de educación infantil y primaria. Durante los meses de noviembre 2019 a marzo 2020, se impartieron unas 80 sesiones de aula en las que los universitarios guiaron al alumnado de entre 5 y 12 años a reforzar su comprensión lectora y escritura en español y en inglés. El proyecto ha supuesto el fortalecimiento de de las relaciones universidad-sociedad y ha dado lugar a una colaboración que perdura en el tiempo entre la Facultad de Educación - Centro de Formación del Profesorado y los colegios implicados.This service-learning for bilingual literacy project, funded by the UCM (Unidad de Diversidad), was carried out during the 2019-20 academic year. Faced with the challenge of preparing pre-service teachers for literacy instruction in the context of educational inequality that currently exists in the Community of Madrid, in which there are schools with high proportions of students at risk of educational difficulty, the project provides opportunities for the students of the Bachelor in Education to receive specialised training in an evidence-based approach for teaching reading and writing, Reading to Learn, and put it into practice to support students at inner-city schools facing major challenges. The project has entailed the creation of a learning community in which university professors, students of education, teachers and students from two schools of infant and primary education participate. During the months of November 2019 to March 2020, about 80 classroom sessions were taught, in which the university students guided the students between 5 and 12 years of age to reinforce their reading comprehension and writing in Spanish and English. The project has led to the strengthening of university outreach efforts, and has given rise to lasting collaboration between the Faculty of Education - Teacher Training Center and the schools involved.Depto. de Didáctica de las Lenguas, Artes y Educación FísicaFac. de EducaciónTRUEUniversidad Complutense de Madrid. Proyectos ApSsubmitte

Los trabajos de fin de grado en español y en inglés. Retos, y un intento de mejora, de la alfabetización académica en formación inicial de profesorado

In this paper we explore the process of undergraduate dissertation writing in Spanish, and in English as a second language, by students of Education, and the development of academic literacy that this entails. To this end, analyses are done both on initial drafts, on which supervisors provided guidance, and on final versions of six dissertation texts written by students of Education specialising in Early Years or in Primary Education —with English as a Foreign Language. The difficulties identified do not correspond to the expectation that the process should be more complex if the work is written in a foreign language rather than in the students’ mother tongue. Rather, they seem to arise from the lack of explicit knowledge of the relevant genres. We then report on two academic writing workshops, one in English and the other in Spanish, developed by faculty members to support students in the composition process of each section of the dissertation, based on Rose & Martin’s (2012) “Reading to Learn” pedagogy, an evidenced-based approach to improving academic literacy through genre pedagogy. We conclude with an overview of the students’ views of the workshops in terms of 1) their usefulness; 2) how effective the approach used in the sessions was; and 3) the degree of preparation and confidence they felt they had reached upon completion of the workshop sessions.El presente artículo indaga en el proceso de elaboración de los Trabajos de Fin de Grado, en español y en inglés como segunda lengua, por parte de alumnos de los grados de magisterio, y en el desarrollo de la alfabetización académica que ello supone. Se analizan para estos propósitos textos elaborados por seis estudiantes de los Grados de Educación Infantil y Educación Primaria (bilingüe/mención en inglés), tanto los borradores iniciales sujetos a revisiones con ayuda de las profesoras como sus versiones finales. Las dificultades identificadas no se corresponden con la expectativa de que el proceso tenga una mayor complejidad si se elabora el trabajo en una lengua extranjera en lugar de en la lengua materna, sino que parecen surgir debido a carencias en el conocimiento explícito de las convenciones de los géneros discursivos pertinentes. Como medida para facilitar los procesos de composición de los diferentes apartados de los trabajos, se proponen sendos talleres, en inglés y español, cuya metodología se basa en el modelo «Reading to Learn»/«Leer para aprender», de Rose y Martin (2012-2018), de eficacia demostrada para la mejora de la alfabetización académica a través de la pedagogía de los géneros discursivos. Concluimos ofreciendo una visión de conjunto, en relación con estos talleres, sobre las valoraciones de los estudiantes en cuanto a 1) su utilidad; 2) la efectividad de la metodología empleada durante las sesiones; y 3) el nivel de preparación y confianza para llevar a cabo su TFG alcanzado, una vez finalizadas las sesiones formativas

Promoting equitable literacy expectations in CLIL: Empowering student teachers’ attitude shifts through Reading to Learn in service-learning

The projects reported on received support from the Universidad Complutense de Madrid Service-Learning project initiative. Referencias bibliográficas: • Ahern, A., & López-Medina, B. (2021). Developing pre-service teachers’ digital communication and competences through Service Learning for bilingual literacy. Training, Language and Culture, 5(1), 57–67. • Álvarez Aguirre, M. (2019). La formación inicial del profesorado en educación primaria ante el reto del cambio social y tecnológico. Un estudio en la Comunidad de Madrid (Unpublished doctoral dissertation). Universidad Complutense de Madrid • Becerra, T., Herazo, J., García, P., Sagre, A., & Díaz, L. (2020). Using Reading to Learn for EFL students’ Reading of explanations. ELT Journal, 74(3), 237–246. • Bennett, M. (2017). Development model of intercultural sensitivity. In Y. Y. Kim (Ed.), International Encyclopedia of Intercultural Communication. Wiley. • Bhila, T., Mukurunge, T., & Wallace Mataka, T. (2021). Reading to Learn pedagogy: An intervention to improve reading and writing across grades. Lampert Academic Publishing. • Binks-Cantrell, E., Washburn, E.K., & Joshi, M. (2020). “Do teacher candidates in English-speaking countries understand the structure of the English language?” In T. Gallagher & K. Ciampa (Eds.), Teaching literacy in the 21st century (pp. 39–63). Springer. • Celio, C. I., Durlak, J., & Dymnicki, A. (2011). A meta-analysis of the impact of Service-Learning on students. The Journal of Experiential Learning 34(2), 164–188. • Chiva-Bartoll, Ó., & Gil-Gómez, J. (Eds.). (2018). Aprendizaje-servicio universitario. Modelos de intervención e investigación en la formación inicial docente. Ediciones Octaedro. • Clark, S., & Newberry, M. (2019). Are we building preservice teacher self-efficacy? A large scale study examining teacher education experiences. Asia-Pacific Journal of Teacher Education, 47(1), 32–47. • Council of Europe. (n.d.). Language Education Policy. Retrieved on 21 February 2023 from: https://www.coe.int/en/web/language-policy/language-policies • Culican, S. (2006). Learning to read: Reading to learn, a middle years literacy intervention research project, Final Report 2003–4. Catholic Education Office, Melbourne. • Custodio Espinar, M. (2019). CLIL teacher education in Spain. In K. Tsuchiya & M.D. Pérez Murillo (Eds.) Content and Language Integrated Learning in Spanish and Japanese contexts, policy, practice and pedagogy (pp. 313–337). Palgrave Macmillan. • Davis, T., & Moely, B. (2007). Preparing pre-service teachers and meeting the diversity challenge through structured service-learning and field experiences in urban schools. In T. Townsend & R. Bates (Eds.), Handbook of teacher education (pp. 283–300). Springer. • European Commission. (2012). First European survey of language competences [Executive Summary]. Retrieved on 21 February 2023 from: http://ec.europa.eu/assets/eac/languages/library/studies/executive-summary-eslc_en.pdf • Ferrer, A., & Gortazar, L. (2021). Diversidad y libertad. Reducir la segregación escolar respetando la capacidad de elección de centro. EsadeEcPol Insight 29. Retrieved from on 21 February 2023 from https://stecyl.net/wp-content/uploads/2021/04/EstudioDiversidadLibertad-Abril2020.pdf • Fundación Social La Caixa (2020). Report. Education. The Social Observatory. Retrieved on 21 February 2023 from https://elobservatoriosocial.fundacionlacaixa.org/en/informeeducacion • García Parejo, I. (2016). Géneros discursivos y sociedad. Memoria PID 128–2015 (Unpublished innovation project report). UCM, Madrid. Retrieved on 21 February 2023 from https://eprints.ucm.es/id/eprint/35748/ • García-Parejo, I., & Ahern, A. (2019). La planificación de secuencias didácticas para el desarrollo de competencias discursivas en el marco de un proyecto de innovación docente. In S. López, J. Vicente, & P. V. Salido López (Eds.), La competencia lingüística en la comunicación: Visiones multidisciplinares y transversalidad (pp. 87–94). Universidad de Castilla La Mancha. • García Parejo, I. & Whittaker, R. (2017). Presentacion: Teoría y Práctica del modelo Reading to Learn (Leer para aprender) en contextos educativos transnacionales. Lenguaje y Textos (46), 1–6. • Hidalgo-McCabe, E. (2020). Streaming in CLIL and its effects on students' socialisation in school. Unpublished doctoral thesis. Universidad Autónoma de Madrid. Retrieved from https://repositorio.uam.es/bitstream/handle/10486/692813/hidalgo_mccabe_elisa.pdf?sequence=1&isAllowed=y • Jacoby, B. (2014). Service-learning essentials: Questions, answers, and lesson learned. Jossey-Bass. • Jerrim, J., Lopez-Agudo, L., & Marcenaro Gutierrez, O. D. (2020). How did Spain perform in PISA 2018? New estimates of children’s PISA reading scores. DoQSS Working Papers 20–01, Quantitative Social Science – UCL Social Research Institute, University College London. • Kirkland, D. E. (2014). From service-learning to learning to serve: Preparing urban English teachers to be organic intellectuals. In V. Kinloch & P. Smagorinsky (Eds.), Service-learning in literacy education: Possibilities for teaching and learning (pp. 131–158). Information Age Publishing. • Kress, G., Jewitt, C., Bourne, J., Franks, A., Hardcastle, J., Jones, K., & Reid, E. (2005). English in urban classrooms: A multimodal perspective on teaching and learning. Routledge. • Lagasabaster, D., & Ruiz de Zarobe, Y. (2010). CLIL in Spain: Implementation, results and teacher training. Cambridge Scholars. • Leu, D.J., Kinzer, C.K., Coiro, J., & Cammack, D. (2004). Toward a theory of new literacies emerging from the Internet and other ICT. In R. Ruddell & N. Unrau (Eds.), Theoretical models and processes of reading (5th ed.) International Reading Association. • Lim, F.V., Towndrow, P.A. & Min Tan, J. (2021). Unpacking the teachers’ multimodal pedagogies in the primary English language classroom in Singapore. RELC Journal. • Liu, R. L., & Lin, P. Y. (2017). Changes in multicultural experience: Action research on a service learning curriculum Systemic Practice and Action Research, 30(3), 239–256. • Lorenzo, F. (2007). ‘An analytical framework of language integration in L2-content based courses: the European dimension. Language and Education, 21(6), 502–514. • Lorenzo, F., & Meyer, O. (2018). Languages of schooling: Language competence and educational success. European Journal of Applied Linguistics, 6(1), 1–3. • Lorenzo, F., Granados, A., & Rico, N. (2021). Equity in bilingual education: Socioeconomic status and content and language integrated learning in monolingual Southern Europe. Applied Linguistics, 42(3), 393–413. • Marsh, D. (2012). Content and Language Integrated Learning (CLIL). A developmental Trajectory. Servicio de Publicaciones de la Universidad de Córdoba. • Martin, J., & Rose, D. (2005). Designing literacy pedagogy: Scaffolding democracy in the classroom. In J. Webster, C. Matthiessen, & R. Hasan (Eds.), Continuing discourse on language (pp. 252–280). Continuum. • Mediavilla, M., Mancebón, M. J., Gómez-Sancho, J. M., & Pires, L. (2019). Bilingual education and school choice: A case study of public secondary schools in the Spanish region of Madrid. IEB Working Paper. Retrieved on 21 February 2023 from http://diposit.ub.edu/dspace/bitstream/2445/134081/1/IEB19-01_Mediavilla%2bet.al.pdf • Murphy, T., & Tan, J. (2014). Service-learning and educating in challenging contexts: International perspectives. Bloomsbury Publishing. • National Statistics Institute, Spain. (2022). Abandono temprano de la educación – formación. Retrieved on 21 February 2023 from https://www.ine.es/ss/Satellite?L=es_ES&c=INESeccion_C&cid=1259925480602&p=1254735110672&pagename=ProductosYServicios%2FPYSLayout • Novak, J. M., Markey, V. & Allen, M. (2007). Evaluating cognitive outcomes of service learning in higher education: A meta-analysis. Communication Research Reports, 24(2), 149–152 • Program Evaluation Unit. (2012). Retrieved on 21 February 2023 from https://education.nsw.gov.au/content/dam/main-education/about-us/educational-data/cese/2017-nsw-literacy-and-numeracy-action-plan-2012-2016-report.pdf • Rose, D. (2005). Democratising the classroom: A literacy pedagogy for the new generation. Journal of Education, 37: 131–168. Retrieved on 21 February 2023 from https://cdn.shopify.com/s/files/1/0442/4414/0190/files/Democratising-the-Classroom.pdf?v=1597234350 • Rose, D. (2010). Beyond literacy: Building an integrated pedagogic genre, Australian Journal of Language and Literacy, 34(1), 81–97. • Rose, D., & Martin, J. (2012). Learning to write, reading to learn. Genre, knowledge and pedagogy in the Sydney school. Equinox. • Royce, T. D. (2007). Multimodal communicative competence in second language contexts. In T. D. Royce & W. Bowcher (Eds.) New directions in the analysis of multimodal discourses (pp. 361–390). Routledge. • Shin, D., Cimasko, T., & Yi, Y. (2021). Multimodal composing in K-16 ESL and EFL education: Multilingual perspectives. Springer. • Tompkins, F. L. (2022). Socioeconomic status, English exposure and CLIL motivation in high and low exposure CLIL groups. CLIL Journal of Innovation and Research in Plurilingual and Pluricultural Education, 5(1), 41–52. • Vygotsky, L. S. (1934/1986). Thought and language. The MIT Press. • Whittaker, R., & Acevedo, C. (2016). Working on Literacy in CLIL/Bilingual Contexts: Reading to Learn and Teacher Development. Estudios sobre Educación 31, pp. 37–55. • Whittaker, R., García-Parejo, I., & Ahern, A. (in press). Working with Reading to Learn at undergraduate level in Spain: A learning journey. In D. Rose & C. Acevedo (Eds.), Reading to learn, reading the world. How genre-based literacy pedagogy is democratizing education. Equinox. • Whittaker, R., & Parejo, I. G. (2018). Teacher learning for European literacy education (TeL4ELE): Genre-based pedagogy in five European countries. European Journal of Applied Linguistics, 6(1), 31–57. • Yi, Y., Shin, D., & Cimasko, T. (2019). Multimodal literacies in teaching and learning in and out of school. In L. de-Oliveira (Ed.), Handbook of TESOL in K-12 (pp. 163–178). Wiley.This study explores the impact of two Service-Learning (SL) projects on student teachers’ preparation and perceptions in relation to literacy teaching in English as a foreign language within CLIL programmes. The projects offered hands-on training in preparing and delivering lessons applying Rose and Martin’s (2012) Reading to Learn (R2L) approach to support children at two Madrid primary schools implementing CLIL with high proportions of at-risk pupils and socioculturally diverse student bodies. One hundred and thirteen undergraduate student teachers specialising in English as a Foreign Language at the Complutense University School of Education participated in the SL projects. The projects’ goals included developing the students’ civic engagement and disposition to gain understanding of the potential of a systematic, evidence-based approach to literacy pedagogy for guiding all pupils to acquire the reading and writing abilities needed for educational success. Data from questionnaires, focus group interviews, and reflective journals were collected and analysed. Student teachers faced the challenges of apprehending and effectively applying the R2L strategies in classrooms characterised by pupils’ widely ranging levels of preparation for reading and writing in English. Their reflections show evolution towards readiness and awareness of the possibilities of adopting proactive measures, such as systematic literacy instruction, in order to ensure the progress of pupils as they face the challenges of CLIL in the context of socioeconomic and educational inequity within classrooms and across schools.The projects reported on received support from the Universidad Complutense de Madrid Service-Learning project initiative.Depto. de Didáctica de las Lenguas, Artes y Educación FísicaFac. de EducaciónTRUEpu

Interpreting mood choice effects in L2 and L1 Spanish: empirical evidence and theoretical implications

This research has been developed as part of the research project “Semántica procedimental y contenido explícito III” (SPYCE III), funded by the Spanish Ministry for Economy and Competitivity (FFI2012-31785). We thank the two anonymous reviewers who provided helpful suggestions and observations on a previous draft; all disclaimers hold. Referencias bibliográficas: • Ahern, Aoife. 2004. El subjuntivo: Significado e inferencia. Un estudio basado en la Teoría de la Relevancia. PhD Dissertation. Madrid: UNED. • Ahern, Aoife. 2006. Spanish mood, metarepresentation and propositional attitudes. In Klaus Von Heusinger & Ken Turner (eds.), Where Semantics Meets Pragmatics, 445-471. Leiden & Boston: Brill. • Ahern, Aoife, José Amenós-Pons & Pedro Guijarro-Fuentes. 2014. Interfaces in the interpretation of mood alternation in L2 Spanish: Morpho-phonology, semantics and pragmatics. In Leah Roberts, Ineke Vedder & Jan H. Hulstijn (eds.), Eurosla Yearbook 14, 173-200. Amsterdam: John Benjamin. • Ahern, Aoife, José Amenós-Pons & Pedro Guijarro-Fuentes. 2016. Mood interpretation in Spanish: Towards and encompassing view of L1 and L2 interface variability. In Pedro Guijarro-Fuentes & María Juan-Garau (eds.), The Acquisition of Romance Languages, Edition: Studies on Language Acquisition, 141-170. Berlin: De Gruyter Mouton. • Allen, Mary J. & Wendy M. Yen 2002. Introduction to Measurement Theory. Long Grove: Waveland Press. • Real Academia Española & Asociación de Academias de la Lengua Española. 2009. Nueva Gramática de la Lengua Española. Madrid: Espasa. • Ballestero, Carmen. 2010. La construction avec aunque: définition, selection modale, traductions françaises. PhD Dissertation, Université de la Sorbonne Nouvelle-Paris III. • Bergs, Alexander & Lena Heine. 2010. Mood in English. In Björn Rothstein & Rolf Thieroff (eds.), Mood in the Languages of Europe, 103-116. Amsterdam: John Benjamins. • Borgonovo, Claudia, Joyce Bruhn De Garavito & Philippe Prévost. 2015. Mood selection in relative clauses: Interfaces and variability. Studies in Second Language Acquisition 37 (1). 33-69. • Collentine, Joseph G. 2003. The Development of Subjunctive and Complex-Syntactic Abilities among FL Spanish Learners. In Barbara A. Lafford & Rafael Salaberry (eds.), Studies in Spanish Second Language Acquisition: The State of the Science, 74-97. Washington, DC: Georgetown University Press. • Cook, Vivian. 1999. Going Beyond the Native Speaker in Language Teaching. Tesol 33. 185-209. • De Mulder, Walter. 2010. “Mood in French”. In Björn Rothstein & Rolf Thieroff (eds.), Mood in the Languages of Europe, 157-169. Amsterdam: John Benjamins. • Fábregas, Antonio. 2014. A guide to subjunctive and modals in Spanish: Questions and analyses. Borealis. An International Journal of Hispanic Linguistics 3 (2). 1-94. • Gudmestad, Aarnes. 2010. Moving beyond a sentence-level analysis in the study of variable mood use in Spanish. Southwest Journal of Linguistics, 29 (1). 25-51. • Hwang, Sun He & Donna Lardiere. 2013. Plural-marking in L2 Korean: A feature-based approach. Second Language Research 29. 57-86. • Iverson, Michael, Paula Kempchinsky & Jason Rothman. 2008. Interface vulnerability and knowledge of the subjunctive/indicative distinction with negated epistemic predicates in L2 Spanish. In Leah Roberts, Florence Myles & Annabelle David (eds.), EuroSLA Yearbook, 8: 135-163. Amsterdam: John Benjamins. • Kanwit, Matthew & Kimberly Geeslin. 2014. The interpretation of Spanish subjunctive and indicative forms in adverbial clauses: A cross-sectional study. Studies in Second Language Acquisition 36(3). 487-533. • Lardiere, Donna. 2008. Feature Assembly in Second Language in Second Language Acquisition. In Juana M. Liceras, Helmut Zobl & Helen Goodluck (eds.), Features in Second Language Acquisition, 106-140. New Jersey: Lawrence Erlbaum. • Lardiere, Donna. 2009. Some thoughts on a contrastive analysis of feature in second language acquisition. Second Language Research 25.2. 173-227. • Papp, Szilvia. 2000. Stable and developmental optionality in native and non-native Hungarian grammars. Second Language Research 16 (2). 173-200. • Parodi, Teresa & Ianthi-Maria Tsimpli. (2005). 'Real' and apparent optionality in second language grammars: Finiteness and pronouns in null operator structures. Second Language Research, 21(3). 250-281. • Pérez Saldanya, Manuel. 1999. El modo en las subordinadas relativas y adverbiales. In Ignacio Bosque & Violeta Demonte (dirs.), Gramática Descriptiva de la Lengua Española, 3253-3322. Madrid: Espasa. • Pérez-Leroux, Ana-Teresa. (1998). The acquisition of mood selection in Spanish relative clauses. Journal of Child Language 25 (3). 585-604. • Quer, Josep. 2001. Intepreting mood. Probus 13 (1). 81-111. • Rhis, Alain. 2013. Subjonctif, gérondif et participle présent en français. Une pragmatique de la dépendence verbale. Bern: Peter Lang. • Ridruejo, Emilio. 1999. Modo y modalidad. El modo en las subordinadas sustantivas. In Ignacio Bosque & Violeta Demonte (dirs.), Gramática Descriptiva de la Lengua Española, 3209-3251. Madrid: Espasa. • Sánchez-Naranjo, Jeannette & Ana Teresa Pérez-Leroux (2010). In the wrong mood at the right time: Children's acquisition Spanish subjunctive in temporal clauses. Canadian Journal of Linguistics 55-2. 227-255. • Sorace, Antonella. 2000. Syntactic optionality in non-native grammars. Second Language Research 16 (2). 93-102. • Sorace, Antonella. 2011. Pinning down the concept of 'interface' in bilingualism. Linguistic Approaches to Bilingualism 1. 1-33. • Truscott, John & Michael Sharwood Smith. 2014. The Multilingual Mind: A modular processing perspective. Cambridge: Cambridge University Press. • Veiga, Aleixandre & Manuel Mosteiro Louzao. 2006. El modo verbal en cláusulas condicionales, causales, consecutivas, concesivas, finales y adverbiales de lugar, tiempo y modo. Salamanca: Ediciones Universidad de Salamanca.The rich morphology of Spanish, such as that of tense and verbal mood, encodes a range of features leading to diverse contextual effects on interpretation, some of which are examined in the light of original experimental data in the present study. Specifically, we analyse data on the interpretation of mood in concessive structures by upper-intermediate and advanced learners of L2 Spanish, with L1 French (N=48) and L1 English (N=40), and from an L1 European Spanish control group (N=35). The results of the learner-group interpretation experiment led to a follow-on study enquiring into the understanding of mood alternation in concessive clauses by another group of L1 European Spanish speakers through a metalinguistic interpretation task. Learner group findings suggested a heavier reliance on lexical information and world-knowledge than on grammatical cues, while L1 speakers’ data indicate a default association maintained between subjunctive and irrealis interpretations, leading to a greater measure of variability in describing presuppositional uses of this mood. The native speaker data may reflect challenges posed by representing and describing, using metalinguistic knowledge, structures whose interpretation requires the integration of linguistic, discourse and extralinguistic information. Findings are discussed in relation to current linguistic descriptions and potential contributions of our empirical data.Ministerio de Economía y CompetitividadDepto. de Didáctica de las Lenguas, Artes y Educación FísicaFac. de EducaciónTRUEpu

Relevance theory and the study of linguistic interfaces in second language acquisition

Referencias Bibliográficas: • Ahern, Aoife, Jos´e Amenós-Pons & Pedro Guijarro-Fuentes. 2014. Interfaces in the interpretation of mood alternation in L2 Spanish: Morpho-phonology, semantics and pragmatics. In Leah Roberts (ed.), EuroSLA yearbook, vol. 14, 173–200. • Ahern, Aoife, Jos´e Amenós-Pons & Pedro Guijarro-Fuentes. 2016. Metarepresentation and evidentiality in Spanish tense and mood: A cognitive pragmatic perspective. Belgian Journal of Linguistics 29(1). 61–82. • Ahern, Aoife, Jos´e Amenós-Pons & Pedro Guijarro-Fuentes. 2018. ¿Cuánto hay de la L1 en la gramática de la L2. En torno al aprendizaje de los tiempos del pasado de lenguas próximas (L1 franc´es/L2 español). In Francisco Herrera & Neus Sans (eds.), Enseñar en el aula de español. Nuevas perspectivas y propuestas, 149–161. Barcelona: Difusión. • Allott, Nicholas & Deidre Wilson. 2021. Chomsky and pragmatics. In Nicholas Allott, Terje Lohndal &Georges Rey (eds.), A companion to Chomsky, 433–448. 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Feature reassembly across closely related languages: L1 French vs. L1 Portuguese learning of L2 Spanish Past Tenses. Language Acquisition 26(2). 183–209. • Benmamoun, Elabbas, Silvina Montrul & Maria Polinsky. 2013. Heritage languages and their speakers: Opportunities and challenges for linguistics. Theoretical Linguistics 39. 129–181. • Blakemore, Diane. 1987. Semantic constraints on relevance. Oxford: Blackwell. • Carston, Robyn. 2000. The relationship between generative grammar and (relevance theoretic) pragmatics. Language and Communication 20(1). 87–103. • Carston, Robyn. 2002. Thoughts and utterances. The pragmatics of explicit communication. Oxford: Blackwell. • Chomsky, Noam. 1965. Aspects of the theory of syntax. Cambridge: MIT Press. • Chomsky, Noam. 1981. Lectures on government and binding. Dordrecht: Foris. • Chomsky, Noam. 1995. The minimalist program. Cambridge, MA: MIT Press. • Chomsky, Noam. 2007. Of mind and language. 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Second Language Research 29. 413–439. • Sorace, Antonella. 2011. Pinning down the concept of “interface” in bilingualism. Linguistic Approaches to Bilingualism 1(1). 1–33. • Sorace, Antonella. 2012. Pinning down the concept of “interface” in bilingualism: A reply to peer commentaries. Linguistic Approaches to Bilingualism 2(2). 209–216. • Sorace, Antonella & Ludovica Serratrice. 2009. Internal and external interfaces in bilingual language development: Beyond structural overlap. International Journal of Bilingualism 13. 195–210. • Sperber, Dan. 1994. Understanding verbal understanding. In Jean Khalfa (ed.), What is intelligence?, 179–198. Cambridge: Cambridge University Press. • Sperber, Dan. 1996. Explaining culture. Oxford: Blackwell. • Sperber, Dan & Deirdre Wilson. 1986/1995. Relevance. Communication and cognition. Oxford: Blackwell. • Sperber, Dan & Deirdre Wilson. 1993. Linguistic form and relevance. Lingua 90(1/2). 1–25. • Sperber, Dan & Deirdre Wilson. 2005. Pragmatics. 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Leiden: Brill.In this paper we address Relevance-theoretical (RT) postulates with clear potential for contributing to the substantiation of the notion of interface in second language acquisition (SLA) processes. Whether the interface is considered the locus of contact between the structural linguistic properties and syntactic operations, on one hand, and the interpretive mechanisms of the conceptual-intentional system, on the other; or understood as points of interaction among cognitive modules, interfaces are fundamental to interpreting grammatical structures that require integrating discourse-contextual information. Assuming the RT conceptual-procedural meaning distinction is approximately correlated with that which exists between lexical and functional categories, it will be shown that recent research into SLA revolves around the problem of how procedural units are acquired. Certain functional categories, expressing interpretable features, have been analysed as encoding identical procedural indications across different languages. Thus, one challenge that L2 learners face is identifying diverse interface effects, derivable from a single procedure, across languages. To illustrate this point we discuss a recent analysis of phenomena involving tense and aspect acquisition applying RT principles to empirical findings. Finally, some new directions will be suggested for further theorizing in SLA research on inherent characteristics of utterance interpretation in an L2.Ministerio de Ciencia e InnovaciónDepto. de Didáctica de las Lenguas, Artes y Educación FísicaFac. de EducaciónTRUEpu

Lingüistica aplicada. Adquisición del español como Lengua Extranjera

La colección Ámbito ELE está dirigida a profesionales del mundo educativo, a estudiantes que se forman para ser profesores de lengua y a formadores de profesores. Tiene como objetivo principal proporcionar los fundamentos básicos para el desarrollo de la labor docente a través de los últimos aportes teóricos sobre la enseñanza de idiomas, así como ejemplos prácticos. Sus autores son todos reconocidos especialistas de diferentes universidades. Español como Lengua Extranjera. Niveles de la lengua y actividades comunicativas es una herramienta indispensable para estudiar, reflexionar y profundizar en torno a la lengua española cuando esta ha de ser observada y comprendida desde la perspectiva de quien la enseña a estudiantes no nativos. A través de numerosas posibilidades metodológicas, propuestas de aula y temas para la refl exión, nos permite comprender los mecanismos que defi nen y regulan su funcionamiento.2020-2

Genre Pedagogy in teacher education. The impact of incorporating Reading to Learn approach

This poster describes the design and some data from a research project (PR26/16-20348) that evaluates the impact of two teaching innovation projects aimed at providing a group of student teachers with training in the Reading to Learn (R2L) approach (Rose and Martin, 2012), within a Spanish-English bilingual group of the Degree in Primary Education at the Complutense University of Madrid. The innovation projects have been developed in two phases at the School of Education: the first one was oriented towards building shared knowledge about the different discourse genres, in English and Spanish, retrieving, analyzing and classifying school texts written for a variety of educational levels. In a second phase, and through two undergraduate courses (Didáctica de la Lengua and Teaching Literacy in English as a Foreign Language), students have had to design teaching units based on the R2L model for teaching literacy in different genres, languages and disciplinary areas. In addition, the research project explores impact of the training received by the students of the bilingual group who have used the R2L approach when facing different tasks related to teaching reading and writing. We describe the characteristics of the teaching units the students designed, as well as their reflections on, and evaluation of, the experience. The initial results point in two directions: on the one hand, to the difficulties encountered by students when it comes to approaching the different school genres in order to achieve learning aims, both linguistic and disciplinary, in English and Spanish; but on the other hand, the study illustrate the potential of the Genre Pedagogy in teacher education.Depto. de Didáctica de las Lenguas, Artes y Educación FísicaFac. de EducaciónTRUEunpu